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Offline eLearning for undergraduates in health professions: A systematic review of the impact on knowledge, skills, attitudes and satisfaction.

Rasmussen, Kristine, Belisario, José Marcano, Wark, Petra A, Molina, Joseph Antonio, Loong, Stewart Lee, Cotic, Ziva, Papachristou, Nikolaos, Riboli–Sasco, Eva, Car, Lorainne Tudor, Musulanov, Eve Marie , Kunz, Holger, Zhang, Yanfeng, George, Pradeep Paul, Heng, Bee Hoon, Wheeler, Erica Lynette, Al Shorbaji, Najeeb, Svab, Igor, Atun, Rifat, Majeed, Azeem and Car, Josip (2014) Offline eLearning for undergraduates in health professions: A systematic review of the impact on knowledge, skills, attitudes and satisfaction. Journal of Global Health, 4 (1).

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Abstract

Background: The world is short of 7.2 million health–care workers and this figure is growing. The shortage of teachers is even greater, which limits traditional education modes. eLearning may help overcome this training need. Offline eLearning is useful in remote and resource–limited settings with poor internet access. To inform investments in offline eLearning, we need to establish its effectiveness in terms of gaining knowledge and skills, students’ satisfaction and attitudes towards eLearning. Methods: We conducted a systematic review of offline eLearning for students enrolled in undergraduate, health–related university degrees. We included randomised controlled trials that compared offline eLearning to traditional learning or an alternative eLearning method. We searched the major bibliographic databases in August 2013 to identify articles that focused primarily on students’ knowledge, skills, satisfaction and attitudes toward eLearning, and health economic information and adverse effects as secondary outcomes. We also searched reference lists of relevant studies. Two reviewers independently extracted data from the included studies. We synthesized the findings using a thematic summary approach. Findings: Forty–nine studies, including 4955 students enrolled in undergraduate medical, dentistry, nursing, psychology, or physical therapy studies, met the inclusion criteria. Eleven of the 33 studies testing knowledge gains found significantly higher gains in the eLearning intervention groups compared to traditional learning, whereas 21 did not detect significant differences or found mixed results. One study did not test for differences. Eight studies detected significantly higher skill gains in the eLearning intervention groups, whilst the other 5 testing skill gains did not detect differences between groups. No study found offline eLearning as inferior. Generally no differences in attitudes or preference of eLearning over traditional learning were observed. No clear trends were found in the comparison of different modes of eLearning. Most of the studies were small and subject to several biases. Conclusions: Our results suggest that offline eLearning is equivalent and possibly superior to traditional learning regarding knowledge, skills, attitudes and satisfaction. Although a robust conclusion cannot be drawn due to variable quality of the evidence, these results justify further investment into offline eLearning to address the global health care workforce shortage.

Item Type: Article
Divisions : Faculty of Health and Medical Sciences > School of Health Sciences
Authors :
NameEmailORCID
Rasmussen, Kristine
Belisario, José Marcanoj.marcano-belisario@surrey.ac.uk
Wark, Petra A
Molina, Joseph Antonio
Loong, Stewart Lee
Cotic, Ziva
Papachristou, Nikolaos
Riboli–Sasco, Eva
Car, Lorainne Tudor
Musulanov, Eve Marie
Kunz, Holger
Zhang, Yanfeng
George, Pradeep Paul
Heng, Bee Hoon
Wheeler, Erica Lynette
Al Shorbaji, Najeeb
Svab, Igor
Atun, Rifat
Majeed, Azeem
Car, Josip
Date : June 2014
DOI : 10.7189/jogh.04.010405
Copyright Disclaimer : Copyright 2014 the authors
Depositing User : Diane Maxfield
Date Deposited : 16 Jan 2019 12:30
Last Modified : 12 Feb 2019 15:30
URI: http://epubs.surrey.ac.uk/id/eprint/850154

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